Developmental psychology, 1991-09, Vol.27 (5), p.777-786
1991
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Details
- Autor(en) / Beteiligte
- Titel
- Role of Conceptual Knowledge in Mathematical Procedural Learning
- Ist Teil von
- Developmental psychology, 1991-09, Vol.27 (5), p.777-786
- Ort / Verlag
- Washington, DC: American Psychological Association
- Erscheinungsjahr
- 1991
- Quelle
- Applied Social Sciences Index & Abstracts (ASSIA)
- Beschreibungen/Notizen
- Two experiments were conducted to explore the relation between conceptual and procedural knowledge in the domain of mathematics. The simultaneous activation view, which argues that computational errors arise from impoverished concepts and that errors can be eliminated by giving concrete referents to symbols, was compared with the dynamic interaction view, which argues for distinct systems that interact diachronically and for a progressive independence of procedural knowledge with expertise. Experiment 1 revealed that many 4th- and 6th-grade children possess significant conceptual knowledge but made computational errors nevertheless. In Experiment 2, a Longitudinal Guttman Simplex analysis revealed that 5th graders mastered conceptual knowledge before they mastered procedural knowledge. Results across studies support the dynamic interaction view.
- Sprache
- Englisch
- Identifikatoren
- ISSN: 0012-1649eISSN: 1939-0599DOI: 10.1037/0012-1649.27.5.777Titel-ID: cdi_proquest_journals_614393936
- Format
- –
- Schlagworte
- Biological and medical sciences, Category Knowledge, Child development, Cognitive Processes, Conceptual Knowledge, Developmental psychology, Elementary Education, Elementary School Students, Epistemology, Fractions, Fundamental and applied biological sciences. Psychology, Grade 4, Grade 5, Grade 6, Human, Knowledge, Knowledge Development, Knowledge Level, Learning, Learning Processes, Mathematics, Procedural Knowledge, Psychology. Psychoanalysis. Psychiatry, Psychology. Psychophysiology, Social research